Cette unité d’enseignement s’inscrit dans le semestre 3 de la formation initiale des orthophonistes. Il s’agit d’une matière obligatoire qui a comme prérequis le cours de développement typique de la communication et du langage, le stage de première année et le cours de Troubles du langage oral : caractéristiques cliniques. Cette unité d’enseignement consiste en une initiation à l’évaluation du langage oral, à l’interprétation des résultats d’un bilan, et à la rédaction d’un rapport d’évaluation.

Temps présentiel : 15 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Etude de cas, Travaux pratiques contrôlés

Référence :
• • Cummings, Louise (2014). The Cambridge Handbook of Communication Disorders. Cambridge: Cambridge University Press • Hulme, C & Snowling, MJ (2009). Developmental Disorders of Language Learning and Cognition. Somerset: Wiley • Leonard, LB & Bishop, D (2000). Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome. Hove: Psychology • Owens, RE (2015). Language development: an introduction. (9th ed). London: Pearson • Sheridan M, Sharma, A & Cockerill, H (2008). From Birth to Five Years: Children’s Developmental Progress. (3rd ed). London: Routledge • Hobart, C & Frankel, J (2004). A Practical Guide to Child Observation and Assessment. (3rd ed). Cheltenham: Nelson Thornes • Fawcett, M & Watson, D (2016). Learning through child observation. (3rd ed). London: J Kingsley • Pert, S & Stow, C (2019): Manual for Bilingual Assessment of Simple Sentences (BASS). www.rclst.org • Botting, N (2005). Non-verbal Cognitive Development and Language Impairment. Journal of Child Psychology and Psychiatry, 46 (3), 317-26 • Armon-Lotem, S., de Jong, J., & Meir, N. (2015). Assessing multilingual children: disentangling bilingualism from language impairment. Multilingual matters. • Stein-Rubin, C., & Fabus, R. (2012). A guide to clinical assessment and professional report writing in speech-language pathology. Delmar. • Bishop, DVM, Snowling, MJ, Thompson, PA, Greenhalgh, T & the CATALISE‐2 consortium (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology Psychiatry, 58: 1068-1080 • Cirrin, FM & Gillam, RB (2008). Language Intervention Practices for School-Age Children With Spoken Language Disorders: A Systematic Review. Language, Speech & Hearing Services in Schools, 39 (1), 110-137 • Norbury, CF, Bishop, DVM & Tomblin, JB (2008). Understanding Developmental Language Disorders. Hove: Taylor & Francis • Reilly, S, Wake, M, Ukoumunne, OC, Bavin, E, Prior, M, Cini, E, Conway, L, Eadie, P & Bretherton, L (2010). Predicting Language Outcomes at 4 Years of Age: Findings from Early Language in Victoria Study. Pediatrics, 126 (6) • Anthony, JL & Francis, DJ (2005). Development of Phonological Awareness. Current Directions in Psychological Science : A Journal of the American Psychological Society, 14 (5), 255-59 • Bernthal, JE, Bankson, NW & Flipsen P (2017). Articulation and Phonological Disorder: Speech Sound Disorders in Children. (8th ed). Boston: Pearson • Dodd, B (2013). Differential Diagnosis and Treatment of Children with Speech Disorder. Chichester: John Wiley & Sons • Stackhouse, J & Wells, B (1997). Children’s speech and literacy difficulties: a psycholinguistic framework. London: Whurr